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The Formalized Processes Districts Use to Evaluate Mathematics Textbooks. EdWorkingPaper No. 19-41

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Bibliographic Details
Title: The Formalized Processes Districts Use to Evaluate Mathematics Textbooks. EdWorkingPaper No. 19-41
Language: English
Authors: Morgan S. Polikoff, Shauna E. Campbell, Cory Koedel, Quynh Tien Le, Tenice Hardaway, Hovanes Gasparian, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2019.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 47
Publication Date: 2019
Document Type: Reports - Research
Descriptors: School Districts, Textbook Evaluation, Textbook Standards, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Evaluation Methods, School District Size, Selection Criteria, Technology Uses in Education, English Learners, State Policy, Common Core State Standards
Geographic Terms: California
Abstract: Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. We use a lens of institutional theory and interviews with district leaders in a stratified random sample of 34 California school districts to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED670818
Database: ERIC
Description
Abstract:Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. We use a lens of institutional theory and interviews with district leaders in a stratified random sample of 34 California school districts to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula.